How Do Graduate Students Teach? Distinguishing Student-Centered and Teacher-Centered Approaches

• In Event: The Role of Contingent and Part-Time Faculty in Student Learning

Abstract

This study used an online survey to explore indicators of a student-centered teaching approach among graduate-student instructors of undergraduate courses. Participants (N=101) completed the Approaches to Teaching Inventory (ATI: Trigwell & Prosser, 2004) comprising “conceptual change/student-focused” (CCSF) and “information transmission/teacher-focused” (ITTF) scales, the Model Teaching Criteria scale (MTC: Boysen et al., 2015), a new Teacher Awareness of Goals of Students scale (TAGS: Whiteman et al., 2017), and self-reported teaching methods, class assignments, and professional development. CCSF correlated with MTC scale and TAGS, whereas ITTF scale was unrelated to other measures. The survey identified constellations of attitudes and behaviors that operationalize student-centered teaching, including awareness of students’ goals and motivations and value placed on conscientiousness in adapting to student needs

Authors

• Ethlyn Saltzman, City University of New York

• Anna M Schwartz, The Graduate Center- City University of New York

• Ron C. Whiteman, Baruch College, CUNY

• Patricia J. Brooks, The Graduate Center - CUNY